The information and communication technologies in the learning process of students in the context of cognitive development

Kozlovskiy, Yuriy; Bilyk, Valentyna; Zakharyash, Oleksandr; Voloshyn, Mariia; Babkina, Маiya

doi:10.24115/s2446-6220202173c1647p.471-476

Cited by 2 publications

(2 citation statements)

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“…As an example, we will cite such features of teaching using multimedia as showing video materials in English (documentaries and films), listening to English-language audio files (reports, interviews, songs), and using interactive computerized games to improve the memorization of the information received and check the formed English-speaking sociocultural knowledge of students. (Hernández, Sanchez, Zarate, Medina, Loli & Arevalo, 2019;Darovanets & Mishkoi, 2021;Kozlovskiy, et. al., 2021).…”

Section: Rbecmentioning

confidence: 99%

Pedagogical features of the development of sociocultural competence in the process of Rural Education

Piddubna

Pavlova

Iyevlyev

et al. 2022

Rev. Bras. Educ. Camp.

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The main purpose of the study is to determine the main features of the pedagogical aspects of sociocultural competence as an element of intercultural communication. Sociocultural competence involves the inclusion of students in intercultural communication, modeled in the classroom in rural education. The implementation of intercultural communication presupposes an adequate mutual understanding of communication participants who are representatives of different cultures. The development of psychological and pedagogical theory and practice has led to increased attention to the formation of sociocultural competence of students in the process of their professional training in rural education. The methodology includes a number of theoretical and research bibliographic methods. First of all, methods of analysis and synthesis of scientific and practical information were applied. The method of systematization and abstract-logical was also applied. As a result, the key aspects of sociocultural competence were identified as an element of the psychology of intercultural communication. Further development is needed on issues related to the formation of sociocultural competence in future students and the use of interdisciplinary connections in the process of their professional training in rural education.

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Section: Rbecmentioning

confidence: 99%

Pedagogical features of the development of sociocultural competence in the process of Rural Education

Piddubna

Pavlova

Iyevlyev

et al. 2022

Rev. Bras. Educ. Camp.

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“…First, from the cognitive domain viewpoint, cognitive development can be seen as the resource allocation of the knowledge development process (Lu et al, 2020;Yafie et al, 2020). In the second phase (psychomotor domain), a heavy cognitive load may negatively affect learning performance because individuals cannot handle the complexity and the infinity of the abundant information at once as an input (Kozlovskiy et al, 2021). In the third phase (affective domain), the successful implementation experience of STEAM activity in the second phase would increase the positive attitude and enhance the motivation towards continuous learning intention in the fourth phase.…”

Section: Introductionmentioning

confidence: 99%

The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load

Liu

Huang

2022

IJ STEM Ed

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Background This study proposes a learning cycle and a comprehensive research framework that integrates Bloom’s taxonomy: the cognitive domain (cognitive load), affective domain (attitude and motivation) and psychomotor domain (implementation of science, technology, engineering, arts, and math [STEAM] activities) to explore the relationship between these learning domains and learning intention. The proposed innovative mediated-moderation model includes second-order factors derived from the technology acceptance model (TAM) (perceived usefulness, perceived ease of use, and perceived enjoyment), the attention, relevance, confidence and satisfaction (ARCS) model, and cognitive load (mental load and mental effort) to explain the continuous learning intention of STEAM education. Results A teaching material was designed for the STEAM activity, and an empirical experiment was subsequently conducted. The empirical experiment of STEAM activities with our design teaching material (micro:bit with artificial intelligence-based concept) was conducted at a university and an elementary school; a total of 145 questionnaire survey data were collected after the activities. University student participants were 20–24 years old and the elementary school student participants were at the K5–K6 level. The results showed that perceived usability directly influenced learning intention and strengthened the relationship between learning attitudes and intention. The ARCS plays a critical moderating role that positively influenced perceived usability and strengthened its effects on learning attitudes. Regarding the mediating effects, cognitive load negatively influenced perceived usability. Conclusions The findings of this study revealed that critical factors affect students’ learning attitudes and intentions regarding STEAM education. The theoretical and educational implications of these findings were proposed to future instructors.

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The information and communication technologies in the learning process of students in the context of cognitive development

Cited by 2 publications

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Pedagogical features of the development of sociocultural competence in the process of Rural Education

Pedagogical features of the development of sociocultural competence in the process of Rural Education

The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load

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